A study involving 7 multiply handicapped students (6-13 years old) was conducted to shape appropriate classroom social behaviors and to maintain them with little social approval, to examine what effects reprimands had on student behavior, and to see if combination of reprimands and praise could result in good classroom behavior when reprimands were faded in. A group learning situation was set up wherein the teaching procedures were faded from "praise and ignore" to "praise and reprimand", while maintaining high levels of social and academic behavior. Following training, six Ss were placed in more advanced programs; and follow-up contacts indicated that all six children were progressing according to their teachers' satisfaction and maintaining appropriate social behavior. (Author/SBH)